Spanish III Curriculum Guide



|LCPS |

|Spanish III Curriculum Guide |

|World Languages and Cultures |

| |

|LCPS |

|2013-2014 |

| |

|AP THEME: Global Challenges |Recommended pacing: 4 weeks |

|AP SUBTHEME: Environmental issues | |

|***The HEALTH theme has been eliminated from Spanish III, it is covered in Spanish IV*** | |

|Virginia State Foreign Language Standards of Learning for Level 3 |

|SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. |

|SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. |

|SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. |

|SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits. |

|SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. |

|SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. |

|COMMUNICATION |CULTURES/ CONNECTIONS |COMPARISONS/ COMMUNITIES | ESSENTIAL KNOWLEDGE |

|-Interpersonal -Interpretive | | |(Facts & Skills) |

|-Presentational | | | |

|INTERPERSONAL MODE: | | |Develop the ability to talk about world |

|• Maintain a discussion related to Global Challenges. |CULTURES: |COMPARISONS: |events, natural disasters, and relief |

|• Discuss and/or debate Natural Disasters. |• Explore attitudes when reacting to Weather disasters within |• Compare and contrast The educational preparedness|efforts. |

|• Express and explain Information about natural disasters. |our community, the United States, and the world. |between the United States and Spanish- speaking | |

|• Express opinions and react to Past events related to natural | |countries. | |

|disasters. |CONNECTIONS: | | |

|INTERPRETIVE MODE: |• Make connections between historical contexts and current |COMMUNITIES: | |

|• Demonstrates comprehension of content from authentic audio visual |attitudes towards historical weather disasters within our |• Explore Natural Disasters and emergency | |

|texts relating to Natural disasters |community, the United States, and the world. |preparation | |

|• Evaluates and interprets written texts and materials on Past |. |in your own community or your school and compare | |

|weather and natural disasters. | |them to issues in Spanish speaking communities. | |

|PRESENTATIONAL MODE: | | | |

|• Produce oral and written reports on Natural Disasters. | |• Identify local Spanish- speaking communities and | |

|• Produce an activity showing The impact and effects of natural | |cultural events. | |

|disasters in our daily lives and the environment. | | | |

|• Produce an oral or written presentation | | | |

|reflecting current trends and/or attitudes in | | | |

|society related to The appropriate preparation for Emergencies and | | | |

|Natural Disasters. | | | |

|USEFUL VOCABULARY |Vocabulary related to news broadcasts, newspaper articles, rescues, extreme weather events, and specific disasters such as hurricanes, floods, fires, floods, |

| |tornadoes, etc. See attached vocabulary list. |

|RECYCLED/ONGOING TOPICS/STRUCTURES |Review all preterite and imperfect tenses. |

|RESOURCES/ ACTIVITIES |El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5A, Red Cross Book. Teachers resources |

| |available on LCPS Spanish Teacher Exchange |

|ASSESSMENTS/ RUBRICS |Suggested Interpretive Task |Suggested Interpersonal Task |Suggested Presentational Task |

|NOTE: Teachers should use the appropriate PALS rubrics for speaking | | | |

|and writing. | | | |

| |Written dialogues, comic strips, listening to: |Oral conversations, free talk, fill out a police |Dramatizations, comic strips, create a public |

| |audio/video programs and news broadcasts. |report/escape routes. |service announcement; report on a natural disaster |

| | | |and effects. |

|AP THEME: Global Challenges |Recommended pacing: 4 weeks |

|AP SUBTHEME: Health issues | |

|Virginia State Foreign Language Standards of Learning for Level 3 |

|SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. |

|SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. |

|SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. |

|SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits. |

|SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. |

|COMMUNICATION |CULTURES/ CONNECTIONS |COMPARISONS/ COMMUNITIES | ESSENTIAL KNOWLEDGE |

|-Interpersonal -Interpretive | | |(Facts & Skills) |

|-Presentational | | | |

|INTERPERSONAL MODE: | | | |

|• Maintain a discussion related to Global Challenges. |CULTURES: |COMPARISONS: |Develop the ability to talk about health, |

|• Discuss and/or debate Health Issues resulting from accidents. |• Explore attitudes when reacting to medical care and |• Compare and contrast emergency medical care and |emergency situations, emergency medical |

|• Express and explain Information about an accident or emergency |ambulance services in Spanish speaking countries. |ambulance services in the United States and |care, and hospital visits. |

|that occurred. | |Spanish- speaking countries. | |

|• Express opinions and react to Past events related to accidents and|CONNECTIONS: | | |

|emergencies. |• Make connections between historical contexts and current |COMMUNITIES: | |

|INTERPRETIVE MODE: |attitudes towards international health organizations, further |• Explore Health and accidents in your own | |

|• Demonstrates comprehension of content from authentic audio visual |knowledge of basic first aid within our community, the United |community or your school and compare them to issues| |

|texts relating to Natural disasters |States, and the world. |in Spanish- speaking communities. | |

|• Evaluates and interprets written texts and materials on Past | | | |

|weather and natural disasters. | |• Identify local Spanish-speaking communities and | |

|PRESENTATIONAL MODE: | |cultural events. | |

|• Produce oral and written reports on an accident and medical | | | |

|emergencies. | | | |

|• Produce an activity showing the ways to report an accident | | | |

|specific to parts of the body. | | | |

|• Produce an oral or written presentation | | | |

|reflecting current trends and/or attitudes in | | | |

|society related to health care, insurance, alternative medicines, | | | |

|medical terminology. | | | |

|USEFUL VOCABULARY |Vocabulary related to accidents (how/when occurred), emergency room, hospital, medical terminology, body parts, treatments, and first responders. See attached|

| |vocabulary list. |

|RECYCLED/ONGOING TOPICS/STRUCTURES |Review all preterite and imperfect tenses, and imperfect progressive. |

|RESOURCES/ ACTIVITIES |El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5B, role playing, department of health. |

| |Teachers resources available on LCPS Spanish Teacher Exchange |

|ASSESSMENTS/ RUBRICS |Suggested Interpretive Task |Suggested Interpersonal Task |Suggested Presentational Task |

|NOTE: Teachers should use the appropriate PALS rubrics for speaking | | | |

|and writing. | | | |

| |Written dialogues, comic strips, listening to: |Oral conversations, free talk, fill out a |Dramatizations, comic strips, create a public |

| |audio/video programs and news broadcasts. |police/medical report, and basic first aid. |service announcement; report on an accident that |

| | | |occurred. |

|AP THEME: Contemporary Life |Recommended pacing: 4 weeks |

|AP SUBTHEME: Leisure and Sports, Ideals of Beauty, & Music | |

|Virginia State Foreign Language Standards of Learning for Level 3 |

|SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. |

|SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. |

|SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. |

|SIII.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs. |

|SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. |

|SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. |

|SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. |

|SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. |

|COMMUNICATION |CULTURES/ CONNECTIONS |COMPARISONS/ COMMUNITIES | ESSENTIAL KNOWLEDGE |

|-Interpersonal -Interpretive | | |(Facts & Skills) |

|-Presentational | | | |

|INTERPERSONAL MODE: | | | |

|• Maintain a discussion related to Contemporary Life. |CULTURES: |COMPARISONS: |Develop the ability to communicate |

|• Discuss and/or debate beauty pageants, sports, competitions |• Explore attitudes when reacting to various Hispanic sports, |• Compare and contrast Hispanic sporting events to |opinions and |

|related to daily life. |competitions, and competitive events. |U.S. sporting events. |knowledge of sports, competitions, and |

|• Express and explain information about sporting events and | | |contests. |

|competitions. |CONNECTIONS: |COMMUNITIES: | |

|• Express opinions and react to feelings and reactions to |• Make connections between historical contexts and current |• Explore Sporting events in your own community or | |

|information about sporting events and competitions. |attitudes towards Past sporting events/competitions (Olympics,|your school and compare them to issues in | |

|INTERPRETIVE MODE: |World Cup, etc), impact of Hispanic players in the United |Spanish-speaking communities. | |

|• Demonstrates comprehension of content from authentic audio visual |States. | | |

|texts relating to Past sporting events and competitions. |. |• Identify local Spanish-speaking communities and | |

|• Evaluates and interprets written texts and materials on Past | |cultural events. | |

|sporting events and competitions. | | | |

|PRESENTATIONAL MODE: | | | |

|• Produce oral and written reports on results of Past sporting | | | |

|events and competitions. | | | |

|• Produce an activity showing knowledge of sports competition and | | | |

|contests. | | | |

|• Produce an oral or written presentation | | | |

|reflecting current trends and/or attitudes in | | | |

|society related to interviews, reports, event results. | | | |

|USEFUL VOCABULARY |Vocabulary related to athletes, sporting events, competitions, beauty pageants, and contests, different types of sports, interview and commentary vocabulary. |

| |See attached vocabulary list. |

|RECYCLED/ONGOING TOPICS/STRUCTURES |Review all preterite and imperfect tenses, preterite stem-changing verbs, reflexive verbs. |

|RESOURCES/ ACTIVITIES |El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 6A, ESPN Deportes, FIFA, Disney Movie-El |

| |Camino al Dorado (Mesoamerican Ball Competition Clip, YouTube), La Pequeña Lulu – El Concurso de Belleza (YouTube) Teachers resources available on |

| | LCPS Spanish Teacher Exchange |

|ASSESSMENTS/ RUBRICS |Suggested Interpretive Task |Suggested Interpersonal Task |Suggested Presentational Task |

|NOTE: Teachers should use the appropriate PALS rubrics for speaking | | | |

|and writing. | | | |

| |Written dialogues, listening to: audio/video of |Oral conversations and free talk, debate about |Dramatizations, comic strips, create presentation |

| |sporting events/contests, interviews, and news |sporting events and cultural impact on society around|on athletes. |

| |broadcasts. |the world. | |

|AP THEME: Beauty and Aesthetics |Recommended pacing: 4 weeks |

|AP SUBTHEME: Ideals of Beauty, Music, Performing Arts, Social impact of technology | |

|Virginia State Foreign Language Standards of Learning for Level 3 |

|SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. |

|SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. |

|SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. |

|SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits. |

|SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. |

|SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. |

|SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. |

|SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. |

|COMMUNICATION |CULTURES/ CONNECTIONS |COMPARISONS/ COMMUNITIES | ESSENTIAL KNOWLEDGE |

|-Interpersonal -Interpretive | | |(Facts & Skills) |

|-Presentational | | | |

|INTERPERSONAL MODE: | | |Develop the ability to talk about |

|• Maintain a discussion related to Television and Movies. |CULTURES: |COMPARISONS: |television, explain how you feel about |

|• Discuss and/or debate movie genres and television programming. |• Explore attitudes when reacting to the impact of Spanish |• Compare and contrast the film rating industry, |watching television, understand cultural |

|• Express and explain Information about movie themes, plots, and |films/ actors in the entertainment industry. |award ceremonies, habits between the United States |perspectives on television |

|television programs. | |and Spanish-speaking countries. |programs and movies in |

|• Express opinions and react to movies and television shows |CONNECTIONS: | |Spanish-speaking countries, discuss movie |

|(critiques) |• Make connections between historical contexts and current |COMMUNITIES: |plots and characters, give opinions about |

|INTERPRETIVE MODE: |attitudes towards the impact of Spanish actors in the United |• Explore Television and Movies in your own |movies. |

|• Demonstrates comprehension of content from authentic audio visual |States and the world. |community or your school and compare them to issues| |

|texts relating to television and movies | |in Spanish-speaking communities. | |

|• Evaluates and interprets written texts and materials on film | | | |

|reviews. | |• Identify local Spanish- speaking communities and | |

|PRESENTATIONAL MODE: | |cultural events. | |

|• Produce oral and written reports on preferences and attitudes | | | |

|towards movies and television. | | | |

|• Produce an activity showing the ways to express feelings regarding| | | |

|recently viewed films. | | | |

|• Produce an oral or written presentation reflecting current trends | | | |

|and/or attitudes in society related to movie genres and popularity | | | |

|of actors and actresses. | | | |

|USEFUL VOCABULARY |Vocabulary related to movies, rentals, actors, acting, television programs, genres, roles, scenes, characters, critiques. See attached vocabulary list. |

|RECYCLED/ONGOING TOPICS/STRUCTURES |Introduction to present perfect, review of verbs used with indirect object pronouns. |

|RESOURCES/ ACTIVITIES |Spanish television programs, Realidades 2 Chapter 6B, TV Guide, People en Español, Selecciones, Disney Movie – The Incredibles, Teachers resources available |

| |on LCPS Spanish Teacher Exchange |

|ASSESSMENTS/ RUBRICS |Suggested Interpretive Task |Suggested Interpersonal Task |Suggested Presentational Task |

|NOTE: Teachers should use the appropriate PALS rubrics for speaking | | | |

|and writing. | | | |

| |Written dialogues/reviews, comic strips, listening |Oral conversations, free talk, discuss: movies, |Dramatizations create a movie or trailer. |

| |to: audio/video reviews. |opinions, actors, rating. | |

|AP THEME: Families and Communities |Recommended pacing: 4 weeks |

|AP SUBTHEME: Customs and Values | |

|Virginia State Foreign Language Standards of Learning for Level 3 |

|SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. |

|SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. |

|SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. |

|SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits. |

|SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. |

|SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. |

|SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. |

|COMMUNICATION |CULTURES/ CONNECTIONS |COMPARISONS/ COMMUNITIES | ESSENTIAL KNOWLEDGE |

|-Interpersonal -Interpretive | | |(Facts & Skills) |

|-Presentational | | | |

|INTERPERSONAL MODE: | | |Talk about food and cooking, |

|• Maintain a discussion related to Meals, foods, traditional dishes,|CULTURES: |COMPARISONS: |tell others what not to do, |

|recipes, and cooking. |• Explore attitudes when reacting to The traditional foods |• Compare and contrast The traditional dishes and |describe what people generally |

|• Discuss and/or debate Camping and cooking outdoors vs. indoors. |used in Hispanic dishes/recipes. |foods of the United States and Spanish- speaking |do, understand cultural |

|• Express and explain Information about cooking and recipes. |• Compare and contrast The regional cuisine of Spanish- |countries. |perspectives on recipes, food |

|• Express opinions and react to Traditional Hispanic foods and |speaking countries. | |preparation, special foods and |

|recipes. | |COMMUNITIES: |outdoor food vendors, discuss |

|INTERPRETIVE MODE: |CONNECTIONS: |• Explore Hispanic restaurants and regional cuisine|food and outdoor cooking, tell |

|• Demonstrates comprehension of content from authentic audio visual |• Make connections between historical contexts and current |in your own community or your school. |people what to do or not to do, |

|texts relating to Traditional dishes and recipes. |attitudes towards Healthy eating/preparation | |indicate duration, exchange, |

|• Evaluates and interprets written texts and materials on |. |• Identify local Spanish- speaking communities and |reason, and other expressions |

|Traditional dishes and recipes. | |cultural events. | |

|PRESENTATIONAL MODE: | | | |

|• Produce oral and written reports on Recipes and traditional | | | |

|dishes. | | | |

|• Produce an activity showing How to cook a traditional dish. | | | |

|• Produce an oral or written presentation reflecting current trends | | | |

|and/or attitudes in society related to The preparation of cooking | | | |

|recipes. | | | |

|USEFUL VOCABULARY |Vocabulary related to names of foods, items in the kitchen, recipes, food preparation, outdoors, eating outdoors, describing the foods and the outdoors. See |

| |attached vocabulary list. |

|RECYCLED/ONGOING TOPICS/STRUCTURES |Review affirmative and negative tú commands. Introduction to affirmative and negative Usted and Ustedes commands, the impersonal se, and por vs. para. |

|RESOURCES/ ACTIVITIES |Spanish cooking shows, Spanish recipe books, Realidades 2 Chapter 7A and 7B, Disney movie – Ratatouille. Teachers resources available on |

| | LCPS Spanish Teacher Exchange |

|ASSESSMENTS/ RUBRICS |Suggested Interpretive Task |Suggested Interpersonal Task |Suggested Presentational Task |

|NOTE: Teachers should use the appropriate PALS rubrics for speaking | | | |

|and writing. | | | |

| |Written dialogues, comic strips, listening to: |Oral conversations, free talk, write an invitation |Dramatizations, comic strips, create advertisement |

| |audio/video programs and cooking shows. |for a picnic, create a menu, write an original |for a cooking show, create an advertisement for a |

| | |recipe. |kitchen appliance or cooking product. |

|AP THEME: Contemporary Life |Recommended pacing: 4 weeks |

|AP SUBTHEME: Travel | |

|Virginia State Foreign Language Standards of Learning for Level 3 |

|SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. |

|SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. |

|SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. |

|SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. |

|SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. |

|SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. |

|SIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the Spanish language. |

|SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. |

|COMMUNICATION |CULTURES/ CONNECTIONS |COMPARISONS/ COMMUNITIES | ESSENTIAL KNOWLEDGE |

|-Interpersonal -Interpretive | | |(Facts & Skills) |

|-Presentational | | | |

|INTERPERSONAL MODE: | | |Talk about visiting an airport, plan for a|

|• Maintain a discussion related to Travel and international travel. |CULTURES: |COMPARISONS: |trip to a foreign country, read about |

|• Discuss and/or debate Vacation plans and travel. |• Explore attitudes when reacting to Modes of transportation |• Compare and contrast Tourist sites in the United |travel destinations in Spanish- speaking |

|• Express and explain Information about travel reservations, |in Spanish- speaking countries. |States and Spanish -speaking countries. |countries, understand cultural |

|airports, and flights. | | |perspectives on traveling, discuss |

|• Express opinions and react to Travel recommendation. |CONNECTIONS: |COMMUNITIES: |appropriate tourist behaviors, discuss |

|INTERPRETIVE MODE: |• Make connections between historical contexts and current |• Explore Travel in your own community or your |differences among hotels between the |

|• Demonstrates comprehension of content from authentic audio visual |attitudes towards International tourism and travel |school and compare them to issues in Spanish- |United States and Spanish- speaking |

|texts relating to Vacation and travel. |accommodations. |speaking communities. |countries, and discuss various tourist |

|• Evaluates and interprets written texts and materials on Vacation | | |attractions to visit in different Spanish |

|and travel recommendations. | |• Identify local Spanish- speaking communities and |-speaking countries. |

|PRESENTATIONAL MODE: | |cultural events. | |

|• Produce oral and written reports on Vacation and travel | | | |

|recommendations. | | | |

|• Produce an activity showing Tourism and Travel arrangements. | | | |

|• Produce an oral or written presentation reflecting current trends | | | |

|and/or attitudes in society related to Travel reservations, | | | |

|airports, and flights. | | | |

|USEFUL VOCABULARY |Vocabulary related to travel planning, flight, airport, places to visit, hotel, tourist behaviors, tourist activities, and travel expressions. See attached |

| |vocabulary list. |

|RECYCLED/ONGOING TOPICS/STRUCTURES |Introduce the present tense of the subjunctive (including stem changing subjunctive) and subjunctive expressions. |

|RESOURCES/ ACTIVITIES |Authentic travel itineraries and schedules, tourist attraction brochures, ticket stubs, virtual tours online, photos of previous vacations, Realidades 2 |

| |Chapter 8A and 8B. Teachers resources available on LCPS Spanish Teacher Exchange |

|ASSESSMENTS/ RUBRICS |Suggested Interpretive Task |Suggested Interpersonal Task |Suggested Presentational Task |

|NOTE: Teachers should use the appropriate PALS rubrics for speaking | | | |

|and writing. | | | |

| |Written dialogues, comic strips, listening |Oral conversations, free talk, create a travel |Dramatizations, comic strips, create a commercial promoting|

| |to: audio/video programs and news |itinerary with travel recommendations, fill out |tourism, design a poster to put in an airport stating rules|

| |broadcasts. |airport and customs forms, and perform basic first |and regulations for proper tourist behavior, create a |

| | |aid. |travel brochure, create a scrapbook or a VoiceThread of a |

| | | |past vacation. |

|AP THEME: Contemporary Life |Recommended pacing: 2 weeks |

|AP SUBTHEME: Professions | |

|***This unit was added to the Spanish III curriculum as a brief review to reinforce the future tense. *** | |

|Virginia State Foreign Language Standards of Learning for Level 3 |

|SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. |

|SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. |

|SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. |

|SIII.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs. |

|SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. |

|SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. |

|SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. |

|SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. |

|COMMUNICATION |CULTURES/ CONNECTIONS |COMPARISONS/ COMMUNITIES | ESSENTIAL KNOWLEDGE |

|-Interpersonal -Interpretive | | |(Facts & Skills) |

|-Presentational | | | |

|INTERPERSONAL MODE: | | |Develop the ability to read and respond to|

|• Maintain a discussion related to Professions. |CULTURES: |COMPARISONS: |a classified ad, participate in a job |

|• Discuss and/or debate Jobs and future professions. |• Explore attitudes when reacting to various education systems|• Compare and contrast Teenage employment and |interview, and develop the ability to |

|• Express and explain Information about various careers. |and teenage employment in Hispanic countries. |lifestyle in Spanish-speaking countries to that in |discuss plans for the future. |

|• Express opinions and react to Information about future career | |the United States. | |

|choices. |CONNECTIONS: | | |

|INTERPRETIVE MODE: |• Make connections between historical contexts and current |COMMUNITIES: | |

|• Demonstrates comprehension of content from authentic audio visual |attitudes towards Future career and education choices. |• Explore Job descriptions in your own community or| |

|texts relating to Job description and interviews. | |your school and compare them to issues in Spanish- | |

|• Evaluates and interprets written texts and materials on Job | |speaking communities. | |

|descriptions. | | | |

|PRESENTATIONAL MODE: | |• Identify local Spanish- speaking communities and | |

|• Produce oral and written reports on Plans for the future. | |cultural events. | |

|• Produce an activity showing Knowledge of job descriptions. | | | |

|• Produce an oral or written presentation reflecting current trends | | | |

|and/or attitudes in society related to interviews, career and | | | |

|education choices. | | | |

|USEFUL VOCABULARY |Vocabulary related to professions, careers, and the future. See attached vocabulary list. |

|RECYCLED/ONGOING TOPICS/STRUCTURES |Introduction to the future tense (including the irregulars). |

|RESOURCES/ ACTIVITIES |El tiempo latino, Washington Hispanic, Classified ads in Spanish newspapers, career center, Realidades 2 Chapter 9A. Teachers resources available on |

| | LCPS Spanish Teacher Exchange |

|ASSESSMENTS/ RUBRICS |Suggested Interpretive Task |Suggested Interpersonal Task |Suggested Presentational Task |

|NOTE: Teachers should use the appropriate PALS rubrics for speaking | | | |

|and writing. | | | |

| |Written dialogues, listening to: audio/video of |Oral conversations and free talk, debate about |Dramatizations, comic strips, create presentation |

| |interviews and classified ads. |different educational choices, future plans, and fill|on various career and education choices, create a |

| | |out job applications. |commercial for a job fair, and participate in a job|

| | | |fair. |

|AP THEME: Global Challenges |Recommended pacing: 4 weeks |

|AP SUBTHEME:  Environmental Issues | |

|Virginia State Foreign Language Standards of Learning for Level 3 |

|SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. |

|SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. |

|SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. |

|SIII.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs. |

|SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. |

|SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. |

|SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. |

|COMMUNICATION |CULTURES/ CONNECTIONS |COMPARISONS/ COMMUNITIES | ESSENTIAL KNOWLEDGE |

|-Interpersonal -Interpretive | | |(Facts & Skills) |

|-Presentational | | | |

|INTERPERSONAL MODE: | | |Be able to make predictions about the |

|• Maintain a discussion related to Plants, animals, and the natural |CULTURES: |COMPARISONS: |future, express doubts about ecological |

|world. |• Explore attitudes when reacting to the impact of |• Compare and contrast the environmental impact of |issues, discuss environmental issues and |

|• Discuss and/or debate Recycling and hopes/plans for the future. |conversation in Spanish- speaking countries. |tourism and conservation practices in the United |possible solutions, and understand |

|• Express and explain Information regarding the future and | |States and Spanish- speaking countries. |cultural perspectives on ecological |

|environmental issues. |CONNECTIONS: | |problems and solutions. |

|• Express opinions and react to Recycling and conservation |• Make connections between historical contexts and current |COMMUNITIES: | |

|practices. |attitudes towards the impact of conservation and protection of|• Explore Environmental Issues in your own | |

|INTERPRETIVE MODE: |the ecosystem, wildlife, and future use of energy in the |community or your school and compare them to issues| |

|• Demonstrates comprehension of content from authentic audio visual |United States and the world. |in Spanish- speaking communities. | |

|texts relating to Environmental issues. | | | |

|• Evaluates and interprets written texts and materials on Recycling,| |• Identify local Spanish- speaking communities and | |

|conservation, and environmental concerns. | |cultural events. | |

|PRESENTATIONAL MODE: | | | |

|• Produce oral and written reports on Endangered animals. | | | |

|• Produce an activity showing The ways conserve and protect the | | | |

|environment. | | | |

|• Produce an oral or written presentation reflecting current trends | | | |

|and/or attitudes in society related to Recycling and conservation | | | |

|practices. | | | |

|USEFUL VOCABULARY |Vocabulary related to Earth, energy, animals, and the environment. See attached vocabulary list. |

|RECYCLED/ONGOING TOPICS/STRUCTURES |Review the future tense and the present tense of the subjunctive. |

|RESOURCES/ ACTIVITIES |Realidades 2 Chapter 9B, Selecciones, Spanish television news reports (audio and visual). Teachers resources available on LCPS |

| |Spanish Teacher Exchange |

|ASSESSMENTS/ RUBRICS |Suggested Interpretive Task |Suggested Interpersonal Task |Suggested Presentational Task |

|NOTE: Teachers should use the appropriate PALS rubrics for speaking | | | |

|and writing. | | | |

| |Written dialogues/reviews, comic strips, listening |Oral conversations, free talk, discuss: recycling, |Public service announcements, create a |

| |to: audio/video on environmental concerns. |conservation, endangered species. |poster/collage advertising how to resolve some |

| | | |environmental issues, and debate on an issue. |

|AP THEME: Science and Technology |Recommended pacing: 2 weeks |

|AP SUBTHEME: Future Technologies, The New Media, and Social Impact of Technology | |

|Virginia State Foreign Language Standards of Learning for Level 3 |

|SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. |

|SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. |

|SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures. |

|SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between Spanish and other subject areas. |

|SIII.10 The student will improve Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes. |

|COMMUNICATION |CULTURES/ CONNECTIONS |COMPARISONS/ COMMUNITIES | ESSENTIAL KNOWLEDGE |

|-Interpersonal -Interpretive | | |(Facts & Skills) |

|-Presentational | | | |

|INTERPERSONAL MODE: | | |Be able to have basic understanding of a |

|• Maintain a discussion related to The use of technology. |CULTURES: |COMPARISONS: |Spanish language website; be able to talk |

|• Discuss and/or debate Technological advances. |• Explore attitudes when reacting to the impact and use of |• Compare and contrast the technological advances |basically about the technology that |

|• Express and explain The use of technology. |technology in Spanish-speaking countries. |in the United States and Spanish- speaking |students use on a daily basis. |

|• Express opinions and react to Technological advances. | |countries. | |

|INTERPRETIVE MODE: |CONNECTIONS: | | |

|• Demonstrates comprehension of content from authentic audio visual |• Make connections between historical contexts and current |COMMUNITIES: | |

|texts relating to The use of technology. |attitudes towards technological uses and advances in the |• Explore Technology usage in your own community or| |

|• Evaluates and interprets written texts and materials on The use of|United States and the world. |your school and compare them to issues in Spanish- | |

|technology and technological advances. | |speaking communities. | |

|PRESENTATIONAL MODE: | | | |

|• Produce oral and written reports on The use of technology. | |• Identify local Spanish- speaking communities and | |

|• Produce an activity showing Technological advances. | |cultural events. | |

|• Produce an oral or written presentation reflecting current trends | | | |

|and/or attitudes in society related to Technological advances and | | | |

|the use of technology. | | | |

|USEFUL VOCABULARY |Vocabulary related to technology and the computer. See attached vocabulary list. |

|RECYCLED/ONGOING TOPICS/STRUCTURES |Continuous computer lab usage. Review the use of commands and the future tense. |

|RESOURCES/ ACTIVITIES |Spanish websites. Teachers resources available on LCPS Spanish Teacher Exchange |

|ASSESSMENTS/ RUBRICS |Suggested Interpretive Task |Suggested Interpersonal Task |Suggested Presentational Task |

|NOTE: Teachers should use the appropriate PALS rubrics for speaking | | | |

|and writing. | | | |

| |Written dialogues/reviews, comic strips, listening |Oral conversations, free talk, discuss: the use of |Continuous computer lab usage; creating their own |

| |to: audio/video on the use of technology and |technology and technological advances. |Spanish language webpage; web quests; create a |

| |technological advances. | |pamphlet for the school TRT in Spanish on computer |

| | | |usage |

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